Education [Early Childhood Centres] Regulations 2008: Subpart 2 43 [1a] (i) (ii)(iii) (iv) (v) (vi), 43 (1b), 43 (1c) (i) (ii),45 (1a) (i),47 (1b),47 (1e)
Desirable Objectives and Practices: 1e, 5c, 7, 10d,
Rationale: Early Childhood on Stafford will ensure that there are equitable opportunities for learning for each child, irrespective of ability, belief system, gender, age, preferred learning style, ethnicity or background; children are affirmed as individuals; and children are encouraged to work with and alongside others.
Early Childhood on Stafford will ensure that children’s learning requirements will be appropriately met.
- Issues, resources and practices will be discussed when identified as a barrier to participation
- Parents/whānau are given the opportunity to give feedback/comment on resources/barriers to participation annually through questionnaire/newsletters/website and daily through face to face contacts with staff.
- Teachers will identify and deter discriminatory behaviour and language in the centre.
- Teachers will promote/ model non-discriminatory behaviour and language in the centre.
- It is Early Childhood on Stafford’s expectation that all children will have equitable opportunities for learning and that every effort will be made within available resources to remove barriers to participation in our centre. This will include the provision of extra training for our teachers to ensure the learning requirements for all children are met.
Adopted : April 2013
Review date: March 2015
Staff will monitor adults/ children’s language and challenge discriminatory or exclusive statements.
The monitoring and assessment of resources and practices will ensure;
¨ they reflect the learning needs and abilities of gender
¨ that there are resources and play materials that children from the cultures and backgrounds represented in the centre can relate to
¨ that in printed material such as books, posters and puzzles that there is a diversity of positive images of age, ability, ethnic backgrounds and gender
Provision will be made to reduce barriers and to increase participation e.g. purchasing of resources, provision of challenging learning experiences, props, making physical changes such as adding ramps for children with limited mobility, the purchase of resources for younger children etc.
Specialist help will be accessed by the staff/parents when needed and children’s needs will be met through individual plans set in conjunction with parents/specialists.
References: Quality in Action, Te Mahi Whai Hua
pages[1e]24,25,[1f]26,27, [5c]45,46,47,  53,54,55 [10d] 69,70